This study examined 1) if the parents were able to conduct a brief experimental analysis (BEA) for identifying the most effective reading fluency intervention for their child; 2) if the brief experimental analysis was effective when conducted by trained parents. Three elementary students with reading difficulties and their parents participated. The parents were trained by the experimenter. After reach the mastery of the BEA procedure, the parents conducted it with their children. The reading interventions that were evaluated with each child were listening passage preview, repeated reading, listening passage preview plus repeated reading, listening passage preview plus repeated reading plus reward. The selected reading interventions through BEA were then implemented for a longer time. Results and directions for future research were discussed.
","abstract_html":"<p>This study examined 1) if the parents were able to conduct a brief experimental analysis (BEA) for identifying the most effective reading fluency intervention for their child; 2) if the brief experimental analysis was effective when conducted by trained parents. Three elementary students with reading difficulties and their parents participated. The parents were trained by the experimenter. After reach the mastery of the BEA procedure, the parents conducted it with their children. The reading interventions that were evaluated with each child were listening passage preview, repeated reading, listening passage preview plus repeated reading, listening passage preview plus repeated reading plus reward. The selected reading interventions through BEA were then implemented for a longer time. Results and directions for future research were discussed.</p>","abstract_has_math":false,"creators":["Zhou, Qi"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Masters Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Brad Dufrene","Daniel Tingstrom","Joe Olmi"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-05-01T07:00:00Z","date_published":"2010-05-01T07:00:00Z","updated_at":"2026-07-24T05:45:12Z","subjects":["Psychology","Social and Behavioral Sciences"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/620","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Brad Dufrene","Daniel Tingstrom","Joe Olmi"]},{"key":"dc:creator","label":"Author","values":["Zhou, Qi"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-04-12T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology","Social and Behavioral Sciences"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/620"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined 1) if the parents were able to conduct a brief experimental analysis (BEA) for identifying the most effective reading fluency intervention for their child; 2) if the brief experimental analysis was effective when conducted by trained parents. Three elementary students with reading difficulties and their parents participated. The parents were trained by the experimenter. After reach the mastery of the BEA procedure, the parents conducted it with their children. The reading interventions that were evaluated with each child were listening passage preview, repeated reading, listening passage preview plus repeated reading, listening passage preview plus repeated reading plus reward. The selected reading interventions through BEA were then implemented for a longer time. Results and directions for future research were discussed.
"]},{"key":"dc:title","label":"Title","values":["The Effectivness of Brief Experimental Analysis in Identifying Reading Fluency Interventions When Conducted by Parents"]}]}],"canonical_facts":{"dc:contributor":["Brad Dufrene","Daniel Tingstrom","Joe Olmi"],"dc:creator":["Zhou, Qi"],"dc:date.available":["2019-04-12T07:00:00Z"],"dc:description.abstract":["This study examined 1) if the parents were able to conduct a brief experimental analysis (BEA) for identifying the most effective reading fluency intervention for their child; 2) if the brief experimental analysis was effective when conducted by trained parents. Three elementary students with reading difficulties and their parents participated. The parents were trained by the experimenter. After reach the mastery of the BEA procedure, the parents conducted it with their children. The reading interventions that were evaluated with each child were listening passage preview, repeated reading, listening passage preview plus repeated reading, listening passage preview plus repeated reading plus reward. The selected reading interventions through BEA were then implemented for a longer time. Results and directions for future research were discussed.
"],"dc:identifier":["https://aquila.usm.edu/masters_theses/620"],"dc:subject":["Psychology","Social and Behavioral Sciences"],"dc:title":["The Effectivness of Brief Experimental Analysis in Identifying Reading Fluency Interventions When Conducted by Parents"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T05:45:12Z"}